Homogenizing Developmental Studies and ESL.Reportar como inadecuado




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A discussion of pragmatic issues in both developmental studies (DS) and English-as-a-second-language (ESL) instruction at the college level argues that because the two fields have common problems, challenges, and objectives, they have become homogenized as one in many institutions. Because full-time college faculty avoid teaching developmental English courses, less-qualified part-time faculty are often hired to teach such courses, where both DS and ESL students are grouped as remedial students in the same section. Despite the fact that there are some similarities between the two student groups, they are not the same: ESL students are in the early stages of English language acquisition and may be considered beginners at English writing. This is not the case with DS students. Thus, there are inherent biases when the groups are homogenized groups in the classroom, and inherent challenges for writing teachers. (MSE)

Descriptors: Classroom Techniques, College Faculty, College Instruction, Developmental Studies Programs, English (Second Language), Grouping (Instructional Purposes), Higher Education, Second Language Instruction, Teacher Attitudes, Teacher Supply and Demand, Writing Instruction











Autor: Weaver, Margaret E.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9273&id=ED435317







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